Comparative study on the online and offline blended teaching mode in the elective course of clinical nutrition_West China Medical Journal

Authors：

ZHANG Wenqian , CHEN Yingyi , CHENG Yi , HU Wen ,  LIU Yuan

Department of Clinical Nutrition, West China Hospital, Sichuan University, Chengdu, Sichuan 610041, P. R. China;

Corresponding?author：

LIU Yuan, Email: liu63415@163.com

Keywords：

Mixed model of teaching; elective course; clinical nutrition; curriculum reform

DOI：

10.7507/1002-0179.202110177

Video：

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Objective To compare the effectiveness of three teaching modes, namely traditional teaching, online teaching, and online and offline blended teaching, in the teaching of the clinical nutrition elective course, and to evaluate the advantages of the online and offline blended teaching mode. Methods A total of 316 students taking the clinical nutrition elective course at Sichuan University in one of the three semesters, Fall 2019-2020, Spring 2019-2020, and Fall 2020-2021, were enrolled as the study population. In the offline group, 69 students used the traditional teaching mode; in the online group, 133 students used the online teaching mode through Chaoxing Xuexitong application; in the online and offline blended teaching group, 144 students used the traditional teaching mode combined with the online teaching. The final exam results and questionnaire satisfaction of the three groups were analyzed and compared. The exam results were presented as median (lower quartile, upper quartile). Results The exam results of the online group [males: 88.0 (85.0, 93.0); females: 91.0 (86.0, 94.0)] and the online and offline blended group [males: 90.0 (83.0, 94.0); females: 91.0 (87.5, 95.0)] were significantly higher than those of the offline group [males: 83.0 (77.0, 89.0); females: 77.5 (67.0, 87.0)] (P<0.001). Compared to the offline teaching mode and online teaching mode, the female students’ satisfaction with the online and offline teaching mode was better (P<0.01). Conclusion The online and offline blended teaching mode can significantly improve students’ performance and learning motivation, and provide a basis for promoting the reform of the clinical nutrition elective course.

Citation： ZHANG Wenqian, CHEN Yingyi, CHENG Yi, HU Wen, LIU Yuan. Comparative study on the online and offline blended teaching mode in the elective course of clinical nutrition. West China Medical Journal, 2022, 37(9): 1371-1376. doi: 10.7507/1002-0179.202110177 Copy

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21.	方俊濤, 宋靚靚, 宋正剛. 混合式教學滿意度研究—以重大公共突發事件發生期間天津市大學生為例. 產業與科技論壇, 2021, 20(22): 97-99.
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1. 中華人民共和國教育部. 教育部關于印發《教育信息化2.0行動計劃》的通知. (2018-04-18)[2022-05-25]. http://www.moe.gov.cn/srcsite/A16/s3342/201804/t20180425_334188.html.
2. Mueller C, Compher C, Ellen DM, et al. A. S. P. E. N. clinical guidelines: nutrition screening, assessment, and intervention in adults. JPEN J Parenter Enteral Nutr, 2011, 35(1): 16-24.
3. Weimann A, Braga M, Carli F, et al. ESPEN practical guideline: clinical nutrition in surgery. Clin Nutr, 2021, 40(7): 4745-4761.
4. 柳園, 胡雯, 饒志勇, 等. 醫學營養本科教育的發展歷程與展望. 華西醫學, 2013, 28(1): 150-152.
5. 錢文文, 辛寶, 任曉梅. 淺談醫學院校開設《臨床營養學》課程的必要性. 科技視界, 2021(2): 96-97.
6. 賈青, 夏恩琴, 鄒堂斌. 臨床營養學雙語課程試卷分析. 教育教學論壇, 2020(29): 313-314.
7. 江育萍. 護理《營養學》教學的重要性. 廣西醫學, 2007, 29(7): 1125-1126.
8. 蘇剛, 李炯, 吳驊, 等. 醫學遺傳學線上線下混合教學模式改革. 生物工程學報, 2021, 37(8): 2967-2675.
9. 焦廣宇, 李增寧, 陳偉. 臨床營養學. 北京: 人民衛生出版社, 2017.
10. 胡雯, 于康, 周春凌. 醫療膳食學. 北京: 人民衛生出版社, 2017.
11. Chung M, Van Buul VJ, Wilms E, et al. Nutrition education in European medical schools: results of an international survey. Eur J Clin Nutr, 2014, 68(7): 844-846.
12. Kohlmeier M. Counterbalancing the uncertainties of medical nutrition education with effective online instruction. Nestle Nutr Inst Workshop Ser, 2019, 92: 133-142.
13. Hark LA, Deen D. Position of the academy of nutrition and dietetics: interprofessional education in nutrition as an essential component of medical education. J Acad Nutr Diet, 2017, 117(7): 1104-1113.
14. Adams KM, Kohlmeier M, Zeisel SH. Nutrition education in US medical schools: latest update of a National survey. Acad Med, 2010, 85(9): 1537-1542.
15. Kiraly LN, McClave S, Neel D, et al. Physician nutrition education. Nutr Clin Pract, 2014, 29(3): 332-337.
16. 劉華青, 吳學森, 王春華, 等. 加強臨床醫學專業《臨床營養學》教育的探索與實踐. 現代醫藥衛生, 2013, 29(17): 2602-2603, 2605.
17. 齊梅蘭. 在專業選修課教學中培養學生創新能力. 中國高等教育, 2004, 25(11): 43-44.
18. 郭淼, 劉一志, 王淑敏, 等. 基于新冠肺炎疫情背景下學生對翻轉課堂+慕課線上教學方法滿意度分析. 中國高等醫學教育, 2022(3): 123-124.
19. 王冀, 王良兵, 王安琪, 等. 移動學習在醫學教育中的應用. 教育教學論壇, 2019(10): 163-164.
20. 王江典, 沈翀, 楊蕾, 等. 線上和線下本科教學質量的比較分析—基于清華大學教學評估數據. 中國電化教育, 2022(3): 90-95, 102.
21. 方俊濤, 宋靚靚, 宋正剛. 混合式教學滿意度研究—以重大公共突發事件發生期間天津市大學生為例. 產業與科技論壇, 2021, 20(22): 97-99.
22. 雷浩. “后新冠疫情時代”醫學生線上線下混合教學滿意度調查—以浙江大學醫學院為例. 中國高等醫學教育, 2022(3): 41-42.

West China Medical Journal

Comparative study on the online and offline blended teaching mode in the elective course of clinical nutrition

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